Mfat Handbook Edited and Contextualized

MULTI-FACTORED ASSESSMENT TOOL (MFAT) ADMINISTRATION HANDBOOK
TABLE OF CONTENTS
I. Introduction------------------------------------------------------------- 2
II. Goals and Objectives -----------------------------------------------3
III. Table of Specification------------------------------------------------3
IV. Time Allotment----------------------------------------------------------4
V. MFAT Materials ------------------------------------------------------5-6
VI. Test Procedure: -----------------------------------------------------7-9

a. Test Protocols----------------------------------------------------7
b. Preparations before the Test
Administration---------------------------------------------------7
c. During the Test Administration-----------------------------7
d. Pre, During and Post Test Forms---------------------------8
e. After the Test Administration-------------------------------9
VII. Appendices: -----------------------------------------------------10 -11

Form A - Learners’ Profile-------------------------- 10
Form B - School Profile------------------------------ 10
Form C – MFAT------------------------------------11- 36
Form D - Summary of MFAT Results-------------37
I. Introduction
1
The Multi-Factored Assessment Tool (MFAT) is a screening tool intended to gather information
on learner’s strengths, needs, learning styles, and other educational concerns. It shall be conducted in
all schools a month after the beginning of each school year. This is a one-time assessment
administered to Grade I learners enrolled in the regular schools who may exhibit developmental
advancement or delays or with manifestations of learning disability. It is an activity-based assessment
covering the five domains of learning namely:
(1) COGNITIVE DOMAIN – refers to the learner’s ability to remember, see or hear
likenesses and differences and determine its relationship between ideas and things;
(2) COMMUNICATION DOMAIN - signifies the learner’s ability to learn a systematic

pattern of language developed through listening and speaking and to clearly send and receive a
message;
(3) SOCIO-EMOTIONAL DOMAIN – refers to the learner’s ability to deal with oneself,
express and understand feelings and how the child relates to other people;
(4) MOTOR DOMAIN- pertains to the coordinated movements of large muscles (gross motor
movements) and small muscles (fine motor movements) of the body through various degrees of eye-
hand coordination; and
(5) DAILY LIVING SKILLS DOMAIN – shows the learner’s ability to take care of
oneself in day-to-day needs such as feeding, hygiene and good grooming.
Each domain is a strong gauge to measure the child’s capabilities and/or needs. The data
gathered from MFAT result provides immediate and appropriate intervention programs or referral for
further assessment to identified learners in the schools.
II. Goals and Objectives
The MFAT aims to identify the strengths and weaknesses of learners in Grade 1 which would
require appropriate intervention/s and proper placement. It will also assist teachers for instructional
planning and educational placement of learners. The result of the MFAT does not in any way, affect
the performance of the learner, teacher, school, division nor the region.
2
The main goal of MFAT is to identify Learners with Special Educational Needs (LSENs) who
would need education services and/or medical/allied services.
III. Table of Specification
The Table of Specification shows the indicators per domain. It contains the number of items
for each domain. The different skills are coded for analysis and interpretation of results. Assessment
items of the different activities are grouped per domain.
Table 1. MFAT Table of Specifications and Coding of Items

MFAT Table of Specification per Item
Cognitive Communication Daily Living Skills Motor Skill Socio-Emotional

(Fine/Gross) Behavior
COG COM DLS MS(F&G) SEB
Indicators No. Indicators No. of Indicators No. Indicators No. Indicator No. of
(CODE) of (CODE) Items (CODE) of (CODE) of s Items
Ite Item Items (CODE)
ms s
Numeracy 8 Audition 3 Feeding 9 Gross Motor 14 Emotion 9
(NU) (AU) (FE) (GM) al Skills
(ES)
Simple 6 Speech 3 Dressing 6 Fine Motor 11 Social 16
Analytic (SA) (SP) (DR) (FM) Skills
(SS)
Reasoning 6 Voicing 3 Grooming 5
(RE) (VO) and Hygiene
(GH)
Classificatio 2 Receptive 6 Toileting 3
n Language (TL)
(CL) (RL)
Retention 1 Expressive 10 Health and 2
(RT) Language Safety
(EL) (HS)
Reading(RD) 2
Total per 25 25 25 25 25
Domain
Overall Total 125
IV. Time Allotment
The Table 2. below shows the activities with suggested time allotment.
Table 2. Activity with suggested time allotment

Activity Time
Activity 1 - Let’s Talk 10 minutes
Break 3 minutes
Activity 2 - Treasure Box 30 minutes
Break 3 minutes
Activity 3 - My Daily Routine 20 minutes
3
Break 5 minutes
Activity 4 - Whether Weather 10 minutes
Break 2 minutes
Activity 5 – Work of Hands 15 minutes
Break 2 minutes
Activity 6 - Let’s Get Physical! 20 minutes
TOTAL 120 minutes or 2 hours
After each activity, an observation checklist has been included to record specific behaviour of
learners during assessment. This will help validate results at the end of the MFAT administration.
V. MFAT Materials
Materials are essential for the successful implementations of the MFAT Test. Below are the
materials needed to be prepared for each assessment activity.
Below is Table 3 on materials per assessment activity.
Table 3. List of MFAT Materials

ACTIVITY MATERIALS for MFAT
any objects from the treasure box
- letter cards
o Card size 3” x 3”
o Font Style: Century Gothic
o Font Size: 150, bold
- flashcards with the following words:

o ask, act, and
o pat, mat, bat
Let’s Talk! o Ana, Aga, Eva
o Card size 3” x 5”
- flashcards with the following words:

o is, are, has, for, give, his
Card size 3” x 5”
Treasure Box Treasure Box

- plastic storage box
8” height, 14” length, 12” width
Cut out Pictures of the following:
- red donut (small) 2” diameter
- blue big tire (6” diameter)
- yellow round clock (medium) 4” diameter
- red bunting (medium) 4”
- blue cone (big) 6”
- yellow triangle ruler 2”
4

- red big box 6”
- blue handkerchief 2”
- yellow medium-sized mirror 4”
- red big book 6”
- blue eraser 2”
- yellow envelope 4”
- big letters of the alphabet 3” x 5”, Century Gothic, bold, 150 font
- 5 Big letters with corresponding small letters 3” x 5”, Century Gothic, bold, 150
font
- number cards with numbers 1-20 (3” x 5”, century gothic, bold, 150 font)
- popsicle sticks (20pcs)
- real money: p20 peso bill, p10, p5, p1 coins placed in a medium zip lock
- paper clock, 6” x 8”
- pictures of (half crosswise of a 8.5 x 13 bond paper)
- child waking up
- child raising the right hand and reciting the “Panunumpa sa Watawat ng
Pilipinas”
- children inside the classroom
- children playing
- child sleeping
- body parts puzzle, size: 8.5 x 11
- 2 Pictures of a child (1 with one shoe missing and the other with complete pair of
shoes, (half crosswise of a 8.5 x 13 bond paper)
- 2 Story books (Araw sa Palengke, Chenelyn, Chenelyn), size: 8”’ x 11”
- bath soap, shampoo, towel (face), pail (1.5 l) and dipper (small)
- toothbrush (small), toothpaste (small)
- polo shirt/blouse (with button) and shorts/skirt/pants (with zipper)
- shoes with shoelace
- comb/hairbrush
- handkerchief/ tissue paper
- basin (small) with water
My Daily
- plate, glass, spoon and fork, placemat
Routine
- bread/pan de sal, sandwich spread, bread knife
- bottles/jars/food containers
- sandwich wrapper/table napkin
- bowl, serving spoon, cup
- flashcards with danger signs and symbols (slippery when wet, road under
construction, toxic/poisonous, flammable, falling debris) size: 4” x 4”
- pictures of broken glasses, high places, streets, sharp and pointed objects Size: 4”
x 4”
Whether Cut-out faces of emotions: 4” x 4”
Weather - happy
- sad
- scared
- angry
Picture of a mother hanging clothes, cooking, sweeping and
gardening, stick figure, pencil
pictures of the following (for interview)

- at home – mother cooking
- school – teacher writing on the board
- playground – boy dribbling a ball
5

- market – mother buying vegetables
- sheets of bond paper (size: 8.5 x 13)
- pictures of a glass and a ball with broken lines (half crosswise of a 8.5 x 13 bond
Work of Hands paper)
- pair of scissors, 4”, kiddie scissor maped brand
- pencil
- crayons (8 colors), crayola
- masking tape 2”
- 3 chairs
Let’s Get - rubber ball, 6” diameter
Physical! - wooden model stairs with handrail, 3 steps, measurement of 8” height, 10” width,
18” length (measurement of each step)
materials: marine plywood ¾”, 1 x 2 lumber
- printer and ink (black /colored)

Common - laminating machine and sheet
- photo paper
materials
- plastic envelop for the specific activity
VI. Test Procedure:
a. Test Protocols
To ensure the confidentiality of the assessment, assessors are expected to safeguard

assessment tools, corresponding materials and results. The MFAT Tool should be kept or deposited in
the guidance/principal’s office.
b. Preparations before the Test Administration
Prior to the administration of the test, the following should be prepared:

1. Identify learners who may exhibit developmental advancement or delays or with
manifestations of learning disability and the Post test result of Early Childhood Development
(ECD) Checklist should be considered.
2. Ensure that materials per activity are complete, properly labelled and arranged; and,
3. Organize the room or space where the assessment activity will take place.
c. During the Test Administration
During the administration of the test, assessors should:

1. Ensure that materials can be easily accessed by the assessor but will not distract the learner;
2. Use English, Filipino or mother tongue depending on the preferred language of the learner;
3. Record time started and ended per activity;
4. Make sure that the child is comfortable before every activity;
5. Explain instructions properly per activity/task;
6. Give instructions twice only;
6
7. Record learner’s response;

8. Use in between breaks for proper transition to the next activity;
9. Continue the assessment the following day if the child is no longer attentive; and
10. Thank the learner at the end of the assessment.
The MFAT has script within each activity for easy referral and use of assessors. The Table 4
below shows the sample script and recommended sequence.
Table 4. Sample script and sequence

1. Start with greetings
“Good morning/afternoon (name of the learner)! How are you today?” (Be sure that the learner feels
at ease and relaxed as he/she gives his/her response).
2. Introduce the activity

“Today, we are going to play. We will do some activities. Don’t worry. These are just simple activities
and the result of these will not affect your grade. In fact, it will help you improve your performance in
class. Do not be shy to ask questions in case you do not understand my instruction. I will be here to help
you.”
3. Ask the learner if she/he has some questions or concerns

“Do you have questions before we start? (Wait for the response of the learner. If the learner says
“none”, proceed to the assessment session. If the learner says “yes”, ask what the concern is and
provide appropriate answers. Only if there are no more questions to answer you can proceed with the
activity.)
4. Ensure that the learner is ready to start

“Are you ready? (Do not start until the learner is ready or has shown any sign of approval.)
5. Read the instruction/s as stated in each activity.
6. Record time per activity
Ensure that you have a timer/watch to guide you with the time allotment per activity. Record time started
and ended per activity on the space provided.
7. Record learner’s responses
a. Check () YES if the learner performed the task, or the item indicated was observed. If not, check
NO and write in the LEARNER’S ACTUAL RESPONSE column the learner’s response or reaction
towards the given task/activity.
b. Observe the learner’s behavior during the activity.
8. Use in between breaks for proper transition to the next activity
“We are going to take a short break. Are you still comfortable? Do you need to go to the comfort room
or do you need anything?
a. Give a few minutes for the learner to rest; go to the comfort room (as needed) and, get ready for
the next activity.
b. Use this time to pack materials you will no longer use.
c. Prepare the next set of assessment tools and materials you need for the succeeding activity.
d. Ask the learner if s/he is ready to continue.
9. Thank the learner at the end of the assessment
“Good job! We finished the activity. Thank you for being cooperative and I hope you had fun.”
d. Pre-, During and Post- Test Forms
The DepEd Central Office through the Student Inclusion Division - Bureau of Learning
Delivery (BLD-SID) will provide the assessment tool and materials needed for the test administration.
The assessor should ensure that there are enough forms prior to the administration of the
assessment. The Table 5 below shows the materials / forms for the test.
Table 5. MFAT Forms
7
Stages of
FORM Content
Assessment
1. Important data
Learner’s
A 2. Mother tongue
Pre- Profile
3. Learner’s Reference Number (LRN)
Assessment
School 1. Basic school information
B
Profile 2. Number of learners and teachers per grade level
1. Time Record (Time started and ended)
2. Items organized per assessment activity
During
C MFAT 3. Script for the assessor
Assessment
4. Columns for learner’s response (Yes, No, Response)
5. Observation checklist
Post Summary
Assessment D Consolidated result per domain
of Results
e. After the Test Administration:
After the assessment, assessors are expected to:
1. Summarize the result for intervention or recommendation.

2. Properly pack the materials used and keep in the designated place.
8
VII. Appendix
MFAT FORMS FOR THE ASSESSMENT TOOL
For the Assessor: The purpose of this survey is to gather information about the assessor, learner
and the school. Your answers to this survey will be used in the improvement of the MFAT. This will
enable the Department of Education to enhance the said instrument and the assessment practices for our
learners’ welfare.
FORM A. LEARNERS’ PROFILE
Learners Code: ____ -____- G- LRN: ______________________________________
Date of Assessment (Month/Day/Year): ______/______/______________________________
Date of Birth (Month/Day/Year): ______/______/_____________________________________
Order of Birth (1st, 2nd, etc.): _______________________________________________________

Mother Tongue:
 Tagalog  Kapampangan  Pangasinense
 Iloko  Bikol  Chabacano
 Cebuano  Hiligaynon  Waray
 Tausug  Maguindanaoan  Maranao
FORM B. SCHOOL PROFILE
Division: ___________________________ District: __________________________ School ID: ___________
School Name: ____________________________Name of School Head: __________________________
School Address: ___________________________________________________________________________
Contact Number of School:

___________________________________________________________________________________________
Type of School:
 Central
 Non- Central
 Multi-Grade
 Mono Grade 9
Number of Teachers and Learners:
Level Number of Learners Number of Teachers

Learner’s Code LRN

DIRECTIONS: Check () YES if the learner performed the task, or the item indicated was observed. If not, check NO and write in the learner’s response column the behavior manifested
by the learner towards the given task/activity. Also write down the intervention/s made in the column provided.
TIME STARTED: _____________________________ TIME ENDED: ______________________________
Activity 1 Title: LET’S TALK

ITEM YE INTERVENTION/S
ASSESSMENT ACTIVITY NO LEARNER’S RESPONSE
CODE S
Time Started:____________________________
Hello, good morning/good afternoon!
Note: The teacher drops a bunch of keys on the floor to produce

COM-AU-1
sounds.
1. Turns head to source when sound is heard

Note: First, the teacher introduces her/himself.
What is your name?
(Unsa imong ngalan?)
COM-EL-2
2. Tells one’s name / identifies oneself
Note: The teacher taps the table.

Do you hear the tapping sound on the table?
(Naay kay nadunggan?)
COM-AU-3
3. Responds to questions or nods head appropriately when spoken
to
Repeat it.
(Awata ang imung nadunggan.)
COM-AU-4
4. Repeats table tapping patterns correctly
10

CODE S
Do the following:
Stand; (Tindog.)
Turn around; (Tuyok/Biyo.)
COM-RL-5 Sit down. (Lingkod.)
5. Recognizes two to three word instructions
Note: Observed in item 5

COM-RL-6
6. Responds to two-word combination
Who are the members of your family? What are their names?
(Kinsa ang mga myembro sa inyong pamilya? Unsa man ilang
COM-EL-7 mga ngalan?)
7. Calls family members by name

Tell me about your family.
(Istoryahi ko bahin sa imong pamilya.)
COM-EL-8
8. Tells stories to peers/class and teacher coherently
Answer the following questions:
a. What do you do before going to school?
(Unsay imung buhaton sa dili paka mu adto sa eskwelahan?)
b. What are the things you see in school?
(Unsa nga mga butang imung makita sa eskwelahan?)
COM-EL-9 c. Who are in school?
(Kinsa ang mga naa sa eskwelahan?)
d. What do you do in school?
(Unsay imung ginabuhat sa ekswelahan?)
9. Answers wh- questions

COM-RL-10 Note: The teacher gets three (3) objects from the box one at a
time. (ball, pencil and book)
What is this?
(Unsa man ni?)
11

CODE S
10. Identifies familiar objects when presented
Describe it. (ball, pencil and book)
(Unsa imong masulti aning mga butanga?)
COM-EL-11
11. Describes simple and familiar objects
Note: Place the letters and number cards on the table. (a, b, w, r, s,
t,1,2,3,4,5)
COM-RL-12 Pick up the letters.

(Kuhaa ang mga letra/letters.)
12. Picks up the letters.

What is the sound of a motorcycle?
(Unsay tingog sa motor?)
COM-SP-13
13. Makes random non-speech sounds (e.g. wooh, wooh, etc.)
Note: The teacher reads the words and let the child answer the
following questions:
Identify the initial sound of the words: ask, act and ant.
(Unsay unang tingog sa pulong?)
(Unsay unang sound sa mga words?)
Identify the medial sound of the words: pat, mat and bat.
COM-RL-14 (Unsay tunga-tunga nga tingog sa mga pulong?)
(Unsay tunga-tunga nga sound sa mga words?)
Identify the final sound of the words: Ana, Aga and Eva.
(Unsay katapusang tingog sa mga pulong?)
(Unsay katapusang sound sa mga words?)
14. Discriminates initial, medial and final sounds
12

CODE S
Repeat what I will say, “My Teacher, My Hero”.
(Awata ang akong isulti,”My Teacher, My Hero.”)
COM-EL-15 Indicator: Repeats the words/phrases
15. Imitates words/phrases and/or local TV/radio commercial
Note: Let the child read the words.
Read the following words: is, are, has, for, give and his.
COM-RL-16 (Basaha ni?)
16. Recognizes pre-primer and primer sight words
Recite/sing any nursery rhyme that you know.

(Kantaha/i-asoy ang nahibaw an nimu nga nursery rhyme/
COM-EL-17 kanta.)
17. Recites common nursery rhymes

Note: To be observed during the conversation
COM-SP-18 18. Prefers talking rather than using gestures and physical
communication

COM-EL-19
19. Answers in complete sentence when asked

COM-EL-20
20. Expresses thoughts or ideas correctly
13

CODE S
COM-SP-21 21. Speaks in an articulated manner in (e.g. without

stuttering)

COM-VO-22 22. Controls volume of voice when in conversation

COM-VO-23
23. Speaks with voice quality when in conversation (e.g. pitch)
COM-VO-24 24. Speaks with uninterrupted flow of sounds, words, syllables,

and phrases
Do you feel tired? hungry? thirsty? need to go to the toilet?

What do you want to do?
(Gikapoy ka? Gutom? Uhaw? Gusto ka mag CR? Unsay gusto
COM-EL-25 nimo buhaton?)
25. Expresses basic needs and/or wants (verbal, gestural, sign)
Time Ended:_______________________
Directions: For Observation Checklist check () YES if observed and NO if not. Write in the ‘Remarks’ column, significant observations during the
conduct of the activity.
ITEM CODE OBSERVATION CHECKLIST YES NO Remarks
CM-34 1. Does the learner have difficulty expressing needs orally?
14

CODE S
H-6 2. Does the learner have difficulty listening when spoken to?
H-19 3. Does the learner have difficulty recognizing commands?
H-25 4. Does the learner turns or tilts head to use one eye only in
performing tasks?
Activity 2 Title: TREASURE BOX

ITEM YE
ASSESSMENT ACTIVITY NO LEARNER’S RESPONSE INTERVENTION/S
CODE S
Time Started: __________________________________
Note: Teacher gets 3 objects from the treasure box and
places them on the table.
From your left, which object is in the middle? last?

first?
COG NU-26
(Gikan sa wala, unsa nga butang ang naa sa tunga? Sa
ulahi? Sa una?
26. Recognizes position of objects-first/middle/last
Note: Teacher gets cut-out pictures from the box and lays
them down on the table.
Here are cut-out pictures of different objects. Group

them according to shapes. (triangle, rectangle, square,
COG-SA- 27 and circle)
(Aniay mga ginuting na mga hulagway o pictures sa
lain-laing mga butang. I-uban tanan parehas og shape
sama sa triangle, rectangle, square og circle.)
27. Sorts objects based on shapes
COG-SA-28 Arrange the cut-out pictures of objects from smallest

15

ITEM YE
CODE S
to biggest.
(I-arrange ang mga ginunting na mga hulagway o
pictures gikan sa pinaka gamay hangtod sa pinaka
dako.)
28. Arranges objects according to size from smallest to

biggest
I have here a picture, get another picture on the table

that is of the same size with the one I am holding.
(Naay hulagway o picture dinhi, pangita og laing
hulagway o picture sa lamesa nga parehas ka dako
COG-SA-29 aning hulagway o picture nga akong gi hawiran.)
29. Matches objects according to size
Put together cut-out pictures that are red.

(I-uban ang tanang ginunting na mga hulagway o
pictures nga pula.)
Put together cut-out pictures that are small.

COG-SA-30
(I-uban ang tanang gagmay na ginunting na mga
hulagway o pictures.)
30. Sorts objects based on 2 attributes (e.g. color & size)
Get three shapes with the same color.

(Pagkuha og tulo ka shapes nga parehas og color.)
COG-SA-31
31. Matches 2 – 3 colors
Name the letters of the alphabet.

(Nganli ang mga letra sa alphabet.)
COG-RD-32
32. Names the letters of the alphabet
COG-SA-33 Note: Teacher places letters M, R, S, T, A, and P on the
16

ITEM YE
CODE S
table and prepares the matching small letters with two
distractor letters.
I have here 6 big letters of the alphabet. Get the small

letters on the table and match them with the big letters.
(Aniay 6 ka mga dagko na letra sa alphabet. Kuhaa
ang gagmay na letra og i-pares sa dagko na mga letra.)
33. Matches big with small letters
Count from one to twenty.

(Pag-ihap sugod one hangtod twenty.)
COG-NU-34
34. Rote counts 1 to 20
Get three number cards from the treasure box one at a

time and tell me what number it is.
COG-NU-35 (Pagkuha og tulo ka number cards gikan sa treasure
box og i-sulti dayon sa ako kung unsa na nga number.)
35. Identifies numbers from 1 to 20
Note: Place the number cards on the table. (2,5,7)
Get the popsicle sticks from the treasure box.

Show the number of popsicle sticks that matches the
number on the card.
COG-NU-36
(Pagkuha og popsicle stick nga parehas ka daghan sa
number nga naa sa card.)
36. Associates numbers 1 to 10 with objects
COG-NU-37 Using popsicle sticks, add the following:

(Gamita ang popsicle sticks sa pag plus/add/dugang
ani: )
1) 8+ 2 = ___
2) 5+ 5 = ___
3) 1+ 9= ___
17

ITEM YE
CODE S
37. Adds objects to get a sum of 10
Using popsicle sticks, subtract the following:

(Gamita ang popsicle sticks sa pag minus ani: )
1) 11 – 1 =___
COG-NU-38 2) 12 – 2 = ___
3) 13 – 3 =___
38. Subtracts objects to get a difference of 10.
Note: Follow the same instruction for the P10, P5, and P1
coins.
Get a 20-peso bill from the treasure box.

COG-NU-39
(Kuhaa ang baynte pesos sulod sa treasure box.)
39. Identifies Philippine Peso Bills and Coins
What is/are the missing number/s?

(Unsa nga number o mga numbers ang nawala?)
(1, 2, ____, 4, 5, ____

2, 4, 6, __, 10, 12...
COG-RE-40
3, 6, ____, ...
5, ___, 15...)
40. Follows number patterns
COG- NU-41 Note: Teacher sets the time at 3:00, 7:00, and 9:00.
Look at the clock I am holding. Tell me what time it is.

(Tan-awa ang orasan nga akong gi gunitan. Ingna ko
unsay oras.)
18

ITEM YE
CODE S
41. Identifies time by the hour
Identify the events in the pictures. Which do you think

comes first? last? Arrange the pictures.
(Nganli ang mga pang hitabo nga naa sa mga hulagway
o pictures. Asa kaha dinhi ang una ma hitabo? Ang
COG-RE-42 ulahi? I-arrange ang mga hulagway o pictures.)
42. Sequences picture story of 4 to 6 events
Look at the pictures again. Tell me which event

happened in the morning? afternoon? night?
(Tan-awa usab ang mga hulagway o pictures. Ingna ko
asa dinhi ang mahitabo sa buntag? Sa hapon? Sa
COG-RE-43 gabii?)
43. Identifies time concept of the day (morning, afternoon,

night)
Arrange the puzzle to complete the picture.

(Ayuha ang puzzle para ma porma ang hulagway o
COG-RE-44 picture.)
44. Completes simple puzzles

Note: In case the learner was not able to do the puzzle, the
teacher shows the guide picture.
Point the head, neck, shoulder, hands, fingers, legs,

knees and toes.
COG-CL-45
(Tan-awa ang puzzle nga imong na porma. I-tudlo asa
ang ulo, li-og, abaga, kamot, paa, tuhod og tiil.)
45. Identifies body parts
COG-CL-46 Which part of the body is for seeing? hearing? tasting?

feeling? smelling?
19

ITEM YE
CODE S
(Unsa nga parte sa imong lawas ang gamiton pagtan-
aw? Pagdungog? Pagtilaw? Paghawid? Pagsimhot?)
46. Identifies five senses
Look at these two pictures. What are the

differences between these pictures?
(Tan-awa ang duha ka mga pictures. Unsa ang mga

COG-RE-47
kalainan sa duha ka pictures?)
47. Identifies what is different in the picture
What is missing in the picture?

(Unsa ang nawala sa picture?)
COG-RE-48
48. Identifies what is missing in the picture
Who are the members of your family?

(Kinsa imong mga kauban sa inyong balay?)
COG-RT-49
49. Name members of the family.
Note: Observe the reaction of the learner and ask the

learner which of the two books he likes most?
COG-RD-50 Get 2 books from the treasure box.

(Pagkuha og duha ka libro gikan sa treasure box.)
50. Exhibits interest in books

Time Ended:_______________________
20
ITEM
OBSERVATION CHECKLIST YES NO Remarks
CODE
V 1. Does the learner hold the materials too close to his/her eyes?
V 2. Does the learner use his/her fingers to maintain place of

words/letters/lines while reading?
V 3. Does the learner rub eyes in an effort to see better?
V 4. Does the learner blink continuously?
V 5. Does the learner squint, cover or close his/her eyes while

performing a given task?
Cog 6. Does the learner have difficulty associate numbers with

symbols?
Com 7. Does the learner have difficulty remembering things heard?
Com 8. Does the learner have difficulty giving appropriate response to

questions?
Cg 9. Does the learner have difficulty following a series of
directions?
Cg-26 10. Does the learner have difficulty recalling information in the
past?
Cg-31 11. Does the learner have difficulty giving appropriate response to
interview questions?
12. Does the learner have difficulty responding orally in identifying

Cg-9
one -word objects?
13. Does the learner repeat, omit or adds words when she/he
Cg-10
answers?
21
ITEM
CODE
Cg-9 14. Does the learner have difficulty responding orally in identifying
one -word objects?
Cg-10 15. Does the learner repeat, omit or adds words when s/he
answers?
Cg-21 16. Does the learner have difficulty remembering names of body parts
and senses?
Activity 3 Title: MY DAILY ROUTINE

ITEM
ASSESSMENT ACTIVITY YES NO LEARNER’S RESPONSE INTERVENTION/S
CODE
Time Started: _________________________________
Suppose you are taking a bath. Show me how you do it.
(Ibutang ta nga naligo ka. Ipakita sa ako unsaun nimo
pagligo.)
DLS-GH-51
51. Takes a bath
Show me how you brush your teeth.

(Ipakita sa ako unsaun nimo pagbrush sa imong
ngipon?)
DLS-GH-52
52. Brushes own teeth
Note: Teacher gives a polo shirt/blouse and

shorts/skirt/pants and ask the learner to stand and wear it.
Show me how you put on your clothes.
DLS-DR-53
(Ipakita sa ako unsaon nimo pag suot/sul-ob ani.)
53. Puts on clothes.

DLS-DR-54 (If the learner does not button the clothes, the teacher may
instruct the learner to do the instruction below.)
Show me how to button your polo shirt/blouse.

(Ipakita sa ako unsaon nimu pag butones sa imung
22

ITEM
CODE
sinina.)
Then show me how you unbutton your shirt/blouse.
(Ipakita sa ako unsaon nimu pag tangtang sa butones.)
54. Buttons and unbuttons clothes
Note: Let the learner stand and demonstrate how to zip and
unzip pants/skirts/shorts.
DLS-DR-55
Show me how to zip and unzip your pants/skirts/shorts.
(I-zipper imung pants/shorts/sayal.)
55. Zips and unzips pants
Show me how you take off your clothes.
DLS-DR-56 (Ipakita sa ako unsaon nimo pag hukas sa imung sinina.)
56. Takes off clothes
Show me how you put on your shoes.
DLS-DR-57 (Ipakita sa ako unsaon nimu pag suot sa imong sapatos.)
57. Puts on shoes
Note: If the learner is already wearing shoes with lace, ask
the child to untie first, then tie.
Show me how you tie your shoe lace.

DLS-DR-58 (Ipakita unsaon nimo pag liston sa imong sapatos.)
Then untie your shoe lace.
(Puhasa pud dayon pag human.)
58. Ties and Unties shoe lace

Note: Teacher will let the child demonstrate.
Show me how to comb or brush your hair.

DLS-GH-59
(Ipakita unsaon nimo pag sudlay sa imong buhok.)
59. Combs or brushes hair

DLS-GH-60 Note: Give the learner a handkerchief or a tissue paper.
Show me how you wipe or blow your nose using the

tissue paper or handkerchief.
(Ipakita unsaon nimo pag trapo o pagsikma gamit ang
panyo o tissue.)
23

ITEM
CODE
60. Wipes / blows nose properly

Note: Bring the child to the washroom.
If there is none, provide a pail of water, dipper, basin, soap,
and towel.
DLS-GH-61
Wash your hands, then dry them.
(Hugasi imong mga kamot ug trapuhi.)
61. Washes and dries hands

Note: Provide the learner with plate, spoon, fork, glass, and
placemat.
Show me how to set the table.

DLS-FE-62
(Ipakita unsaon pag andam sa lamesa gamit ani nga mga
butang.)
62. Sets the table

Note: Provide the learner with bread, sandwich spread in a
bottle, and spoon.
If the child is not exposed to preparing a sandwich,

he/she may be interviewed on other meals that he/she has
DLS-FE-63 prepared like cooking egg/camote, etc.
Show me how to prepare a sandwich.

(Ipakita unsaon pag andam sa imong pagkaon.)
63. Prepares a 2-3 step meal

DLS-FE-64 Note: The assessor will provide any container that the
learner will open and close. This may be observed while the
child is preparing the meal.
Show me how to open bottles/ jars and other food

containers, then close them.
(Ipakita unsaon pag abri ug sira sa botelya.)
24

ITEM
CODE
64.Opens and closes bottles/jars/and food containers boxes/

food
Note: The assessor will provide the table napkin/sandwich
wrapper to the learner.
Wrap your sandwich.

(Putusa ang pan.)
DLS-FE-65
Now, you’re ready to eat your sandwich. Unwrap it.
(Karun, tangtanga ang putos.)
65.Wraps /Unwraps
Note: The assessor will verify this with the parent through
observation
DLS-FE-66 Do you consume the food on plate?

(Imong bang gahutdon ang pagkaon sa imong plato?)
66.Consumes food on one’s plate

Note: Validate through interview with the parent.
Can you serve yourself from a serving plate? Show me

how.
DLS-FE-67
(Kahibalo ba ka mag hukad sa imung kaugalingong
pagkaon? Ipakita.)
67. Serves self from serving plate

DLS-FE-68 Note: The assessor will provide the eating utensils to be
used. Let the learner pretend using eating utensils.
Do you know how to use your eating utensils properly?

Show me how.
(Kahibalo ka mu gamit sa kutsara og tinidor? Ipakita
unsaon.)
25

ITEM
CODE
68. Uses eating utensils properly
Show me how you drink from a cup/glass/bottle.
(Ipakita sa ako unsaon pag inom gamit ang
DLS-FE-69 tasa/baso/botelya.)
69. Drinks from a cup/glass/ bottle

Note: Validate through interview with the parents.
Do you clear your own place after eating at the table?

Show me how.
DLS-FE-70
(Imong bang galimpyuhan ang imung kinan-an sa
lamesa human nimo og kaon?)
70. Clears own place (at table) after eating

Note: Compare answer with Activity 1 item no. 25. This may
be observed during the duration of the assessment.
Do you tell your teacher if you need to go to the

DLS-TL-71 toilet/CR?
(Mananghid ka kung kinahanglan nimo muadto sa
CR/toilet?)
71. Expresses the need to go to the toilet

Note: Validate through interview with the parents. This may
Do you flush the toilet after using it?

DLS-TL-72
(Gabubuan ba nimo ang toilet/bowl human nimo og
gamit?)
72. Flushes toilet after use

DLS-TL-73 Note: Validate through interview with the parents. This may
After using the toilet, do you wash your hands?

(Human nimo pag gamit sa CR,gahugasan ba nimo
imong mga kamot?)
26

ITEM
CODE
73. Cleans self after toileting

Note: Show 6 danger signs/symbols:
 slippery when wet
 high voltage
 poisonous/toxic
 flammable
 road under construction
 falling debris
DLS-HS-74 Are you familiar with these symbols?

(Kabalo ka unsay pasabot ining mga symbols?)
What does this symbol mean? When you see this, what
should you do?
(Unsay buot pasabot ani nga mga symbols? Kung makita
nimo ni, unsa man imong buhaton?)
74. Identifies danger signs and symbols

Here are pictures of broken glasses, high places, streets
or sharp and pointed objects. What will you do if you
see these? Why?
(Naa koy mga pictures sa buak nga baso, taas nga lugar,
DLS-HS-75 karsada ug talinis nga mga butang. Unsa imong buhaton
kung makita nimo ning mga symbols? Ngano man?)
75. Keeps out of danger, broken glass/high places, streets or

sharp and pointed objects
Time Ended:_______________________
ITEM NO
OBSERVATION CHECKLIST YES Remarks
CODE
Motor 1. Does the learner have difficulty in dressing?
27
ITEM NO
CODE
Motor 2. Does the learner have difficulty going to the toilet
independently?
Motor 3. Does the learner have difficulty accomplishing tasks using

his/her fine motor skills (e.g. unwrapping, shoe lacing, opening
of bottle, etc. )
Activity 4 Title: WHETHER WEATHER

ITEM YE
CODE S
Time Started: ________________________________
Do you play with your friends? What games do you
play?
(Makigdula kaba sa imong mga higala? Unsa pud
SEB-SS-76 inyong gadulaon?)
76. Plays with peers
Note: Interview the teacher adviser if the learner can

follow rules during games.
SEB-SS-77
77. Follows rules and regulations.
When is the best time to play with friends?

Why?
(Unsa ang insaktong oras na ikaw makigdula sa imong
SEB-SS-78 mga higala? Ngano man?)
78. Participates in the conversation
28

ITEM YE
CODE S
Note: Interview the teacher adviser.
What do you do if you lose/win? Why?

(Unsa imong buhaton kung mapildi ka? Kung mudaog
SEB-SS-79
ka? Ngano man?)
79. Shows sportsmanship
I have here pictures of different faces. Which of these

shows the feeling when you win? lose?
(Aduna koy tulo ka mga hulagway sa nagkalain-laing
mga nawong. Asa ani ang nagpakita sa pagbati na
SEB-SS-80 midaog? napildi?)
80. Expresses appropriate emotions
Note: Let the learner name at least three friends.
How many friends do you have? Name them.

SEB-SS-81
(Pila kabuok imong mga higala? Nganli sila.)
81. Makes friends easily
What activities does your mother/father do at home?

Show me how.
SEB-SS-82 (Unsa ang mga buluhaton ni mama sa balay? Ni
papa? Pakit-a daw ko.)
82. Imitates adult activities

Do you have personal belongings? Name some of
them.
(Aduna ka bay mga kaugalingong butang? Unsa
SEB-ES-83
man?)
83. Identifies personal belongings.
29

ITEM YE
CODE S
Note: Free hand drawing.
How many are you in the family? Draw the members

of your family. Encircle where you are. (Items number
SEB-ES-84 9 and 10)
(Pila mo kabuok sa inyong pamilya? I-drowing ang
miyembro sa imong pamilya. Lingini kung asa ka ani.)
84. Identifies self as a member of a family/cultural group

Note: The teacher observes the behavior of the learner
while doing the activity number 9.
SEB-ES-85
85. Shows initiative to work on tasks
Note: The teacher gives constructive criticisms on the
drawing. Refer to Item number 9.
SEB-ES-86
86. Accepts criticisms positively
Note: Based on the reaction of the learner on item
number 11.
SEB-ES-87
87. Shows self-control
Note: Prior knowledge of the teacher on the learner
should be noted.
SEB-ES-88
88. Engages in communication with others
SEB-SS-89 Note: The courteous expressions used by the learner.
How do you greet your teacher in the:

a) morning?
b) afternoon?
(Unsa imong isulti kong makita nimo imong teacher
sa: )
a. buntag?
b. udto?
When you receive a gift, what will you say?

(Kung makadawat kag regalo, unsa imong isulti?)
30

ITEM YE
CODE S
89. Uses courteous expressions appropriately

If you accidentally bump somebody, what will you
say?
(Kung nakabangga ka nga wala tuyoa, unsa imong
SEB-SS 90
isulti?)
90. Apologizes when necessary.

Note: This can be observed during the administration.
Does the learner pay attention to someone who is
SEB-SS 91 talking?
91. Pays attention to someone talking

If you have a difficult homework, what will you do?
(Kung galisod ka sa imong assignment, unsa imong
SEB-SS 92 buhaton?)
92. Seeks or accepts help when he/she needs it.

Prior knowledge of the teacher on the learner should be
noted.
SEB-SS 93
93. Waits for one’s turn
Note: If not observed during the assessment, validate
from the teacher.
SEB-SS 94
94. Displays sense of humor
noted.
SEB-SS 95
95. Leads a group activity
noted.
SEB-SS 96
96. Asks permission to use things owned by others
SEB-SS 97 Prior knowledge of the teacher on the learner should be
noted.
31

ITEM YE
CODE S
97. Seeks older friends

noted.
SEB-SS 98
98. Prefers working alone
Note: The teacher should act as one of the characters in
the role playing.
I have four pictures here. Pick one and let’s act it out.
a. At Home – mother cooking
b. School – teacher writing on the board
SEB-SS 99
c. Playground - boy dribbling a ball
d. Market - mother buying vegetables
(Aduna koy upat ka mga hulagway.Pamili og usa.
Awata kini.)
99. Participates in role play

Note: Validate with the teacher.
If one of your classmates has no “baon”, what should

you do?
SEB-ES-100
(Kung usa sa inyong mga klasmeyt ang walay balon,
unsa imong buhaton?)
100. Displays sensitivity to the feelings of others

Time Ended:_______________________
ITEM
CODE
Behaviour 1. Does the learner have difficulty concentrating on given
tasks?
Behaviour 2. Does the learner have difficulty staying on his/her seat

during the activity?
32
ITEM
CODE
Behaviour 3. Does the learner have short attention span?
4. Is the learner easily distracted with materials for the

Behaviour activity?
5._Does the learner easily get frustrated when s/he has difficulty
Behaviour performing tasks?
6. Does the learner have difficulty identifying things used for

Behaviour personal hygiene?
7. Does the learner have difficulty giving appropriate

Behaviour response to questions about his/her feelings in given
situations?
8. Does the learner have difficulty displaying interest in

Behaviour
activities related with people, friends and play?
9. Does the learner have difficulty articulating in expressing

Behaviour
his/her thoughts?
10. Does the learner have difficulty giving appropriate

Behaviour response to questions about his/her feelings in given
situations?
11. Does the learner shout during the activity?
Behaviour
Activity 5A Title: WORK OF HANDS

ITEM YE
CODE S
Time Started: _____________________________
33

ITEM YE
CODE S
I have here a
whole sheet of bond paper. Fold it once in any
direction.
MSF-101 (Aduna koy usa ka bond paper. Pil-a kausa bisag asa.)
101. Folds paper into a shape
Then, tear the paper following the fold you made.

(Dayon, gisia ang papel subay sa imong gipilo.)
MSF-102
102. Tears papers in simple shapes
Here are pictures of a ball and a glass.
Trace the broken, straight, and curve lines. (For item

17-18)
MSF-103 (Tan-awa kining putol-putol, tul-id og kurba na mga
linya. Subaya kini.)
103.Traces broken-straight and curved lines
MSF-104 104.Traces continuous- straight and curved lines
Color them.
(Naay hulagway sa bola og baso. Kolori sila.)
MSF-105
105. Colors objects
Cut the lines of the glass you traced and colored.

(Items 20-22)
(Karon, guntinga ang linya na imong gi subay og ang
MSF-106 linya sa hulagway na imong gi koloran.)
106.Cuts paper in straight direction
34

ITEM YE
CODE S
107.Cuts paper in curved direction

MSF-107
MSF-108 108. Cuts pictures within a given line
Draw a house using different shapes.

(I-drowing ang balay gamit ang nagkalain-laing
porma/shapes.)
MSF-109
109.Draws a combination of shapes
Note: Observe whether the learner can hold a

pencil/drawing tool using a tripod grip while drawing a
house.
MSF-110
110. Holds pencil and a drawing tool using a tripod grip
Copy these letters (B, G and R) on your paper.

(Kopyaha ning mga letra (B,G og R) sa imong papel.)
MSF-111
111. Copies letters
Time Ended:_______________________
ITEM NO
CODE
Motor 1. Does the learner display poor eye-hand coordination?
35
ITEM NO
CODE
Motor 2. Does the learner have difficulty coloring within the lines?
Motor 3. Does the learner drool excessively?/ Does saliva come out of
the learner’s mouth?
Motor 4. Does the learner have difficulty in tracing activities?
5. Does the learner have difficulty in holding the scissors?
Activity 5B Title: LET’S GET PHYSICAL!

ITEM YE
CODE S
Time Started: ____________________________
Stand properly for 5 seconds.
(Tindog og tarung sulod sa lima ka segundo.)
MSG-112
112. Stands with normal stance
Stand on one foot without support with your eyes

closed for 10 seconds.
(Tindog gamit ang usa ka tiil na walay hawiran ug
nakapiyong ang mga mata sulod sa napulo ka
MSG-113 segundo.)
113. Stands on one foot without support for 10 seconds

with eyes closed
MSG-114 Stand on one foot, then tip toe.

(Tindog gamit ang usa ka tiil og i-kinto kini.)
36

ITEM YE
CODE S
114. Stands on one foot and on tiptoe
Now, march in place for five seconds.

(Karon martsa diha sa imong gi tingdugan sulod sa
lima ka segundo.)
MSG-115
115. Marches in place
Note: Bring the learner to the area where the straight line
marking is.
Walk forward on the straight line.

MSG-116
(Lakaw padulong sa unahan subay sa tul-id na linya.)
116. Walks in a straight line with correct stepping pattern,
Now, step backward. Then take three steps sideward

(R/L).
(Karon lakaw pa-atras. Dayon, lakaw katulo pakilid
paingon sa wala og sa tuo.)
MSG-117
117. Walks sideward and backwards with correct stepping
pattern
Hop in place three times.

(Lukso katulo diha sa imong gibarugan.)
MSG-118
118. Hops in place
MSG-119 Note: Teacher points where to start.
Skip three times following the line.

(Laktaw katulo subay sa linya.)
37

ITEM YE
CODE S
119. Skips within a given path
Gallop five steps sideward (R/L).

(Paglakaw ug kinabayo kalima ka lakang paingon sa
tuo og sa wala.)
MSG-120
120. Gallops sideward
Show me your highest jump. How about your longest

jump?
(Pakit-a ko sa imong pinakahabog na ambak ug
MSG-121 pinakalayo na lukso.)
121. Jumps for distance and for a height
Note: Arrange the 3 chairs 1 meter away from each

other. Place the ball on the floor 1 meter away from the
last chair. Tell the learner to run passing through the
chairs without tumbling and ask him/her to pick up the
ball and back to the starting point going through the
same obstacle. Remind the learner to be careful. (Items
11-12)
Run passing the three chairs in zigzag manner, get the

MSG-122 ball and run back in the same way. Be careful.
(Dagan paliko-liko sa tulo ka bangko. Kuhaa ang bola
og dagan balik sa imong gi-agian. Pag-amping!)
122. Runs at a given distance and picks up a ball in an

obstacle course.
MSG-123 Note: Stand at least 3 meters away from the learner.
38

ITEM YE
CODE S
Catch the ball and throw it back to me.
(Sal-a ang bola og i-itsa balik sa ako.)
123. Throws and catches a ball

Kick the ball forward. This time, kick the ball
sideward (R/L).
(Sipaa ang bola paingon sa unahan. Dayon karon,
MSG-124
sipaa ang bola pakilid padulong sa tuo og sa wala.)
124. Kicks forward and sideward

Note: Bring the learner to the stairs.
Go upstairs with one hand holding the rail, then go

down. This time, go up and down the stairs without
holding the rail.
MSG-125 (Saka sa hangdan na maghawid ang usa ka kamot sa
abatan. Dayon, balik og kanaog na dili na maghawid
sa abatan.)
125. Climbs upstairs and goes downstairs with one hand

holding the rail and without holding the rail.
Time Ended:_______________________
ITEM
CODE
Motor 1. Does the learner have difficulty in balancing?
Motor 2. Does the learner have difficulty following instructions in

performing motor activities?
Motor 3. Does the learner have difficulty in balancing?
39
FORM D. SUMMARY OF MFAT RESULTS
Communication Cognitive Daily Living Skills Motor Skills Socio-Emotional

Behavior
1 26 51 76 101
2 27 52 77 102
3 28 53 78 103
4 29 54 79 104
5 30 55 80 105
6 31 56 81 106
7 32 57 82 107
8 33 58 83 108
9 34 59 84 109
10 35 60 85 100
11 36 61 86 111
12 37 62 87 112
13 38 63 88 113
14 39 64 89 114
15 40 65 90 115
16 41 66 91 116
17 42 67 92 117
18 43 68 93 118
19 44 69 94 119
20 45 70 95 120
21 46 71 96 121
22 47 72 97 122
23 48 73 98 123
24 49 74 99 124
25 50 75 100 125
TOTA
L
40

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MULTI-FACTORED ASSESSMENT TOOL (MFAT) ADMINISTRATION HANDBOOK

II. Goals and Objectives -----------------------------------------------3

III. Table of Specification------------------------------------------------3

IV. Time Allotment----------------------------------------------------------4

V. MFAT Materials ------------------------------------------------------5-6

VI. Test Procedure: -----------------------------------------------------7-9

VII. Appendices: -----------------------------------------------------10 -11

(2) COMMUNICATION DOMAIN - signifies the learner’s ability to learn a systematic

II. Goals and Objectives

III. Table of Specification

Table 1. MFAT Table of Specifications and Coding of Items

Cognitive Communication Daily Living Skills Motor Skill Socio-Emotional

Overall Total 125

IV. Time Allotment

Table 2. Activity with suggested time allotment

TOTAL 120 minutes or 2 hours

Below is Table 3 on materials per assessment activity.

Table 3. List of MFAT Materials

- flashcards with the following words:

- flashcards with the following words:

Treasure Box Treasure Box

ACTIVITY MATERIALS for MFAT

pictures of the following (for interview)

ACTIVITY MATERIALS for MFAT

- printer and ink (black /colored)

VI. Test Procedure:

To ensure the confidentiality of the assessment, assessors are expected to safeguard

b. Preparations before the Test Administration

Prior to the administration of the test, the following should be prepared:

c. During the Test Administration

During the administration of the test, assessors should:

7. Record learner’s response;

Table 4. Sample script and sequence

2. Introduce the activity

3. Ask the learner if she/he has some questions or concerns

4. Ensure that the learner is ready to start

d. Pre-, During and Post- Test Forms

Table 5. MFAT Forms

e. After the Test Administration:

After the assessment, assessors are expected to:

1. Summarize the result for intervention or recommendation.

FORM A. LEARNERS’ PROFILE

Learners Code: ____ -____- G- LRN: ______________________________________

Date of Assessment (Month/Day/Year): ______/______/______________________________

Date of Birth (Month/Day/Year): ______/______/_____________________________________

Order of Birth (1st, 2nd, etc.): _______________________________________________________

FORM B. SCHOOL PROFILE

Division: ___________________________ District: __________________________ School ID: ___________

School Name: ____________________________Name of School Head: __________________________

School Address: ___________________________________________________________________________

Contact Number of School:

Level Number of Learners Number of Teachers

Learner’s Code LRN

TIME STARTED: _____________________________ TIME ENDED: ______________________________

Activity 1 Title: LET’S TALK

Note: The teacher drops a bunch of keys on the floor to produce

1. Turns head to source when sound is heard

Note: The teacher taps the table.

Activity 1 Title: LET’S TALK

Learners Code: -- G- LRN: __________________________________

Date of Assessment (Month/Day/Year): //__________________________

Date of Birth (Month/Day/Year): //_________________________________

Division: ___________ District: School ID: _

School Name: __Name of School Head:

TIME STARTED: _ TIME ENDED: __

(1, 2, , 4, 5,